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StrategiesToEradicateBullyingInSecondarySchools
Assoc.Prof.Dr.AziziHj.Yahaya
FacultyofEducation
UniversityTechnologyMalaysia
Profazizi_yahaya@yahoo.com
HalimahMaalip
FakultiPengurusandanPembangunanSumberManusia
UniversityTechnologyMalaysia
mhalima@utm.my
Abstract:Bullyingisaseriousproblemthatcandramaticallyaffecttheabilityof
studentstoprogressacademicallyandsocially.Acomprehensiveinterventionand
preventionplanthatinvolvesstudents,parents,andschoolstaffisrequiredtoensurethat
allstudentscanlearninasafeandfearfreeenvironment.Thearticleofferstotheschools
andeducationauthoritiesthevariousstrategiestobeadoptedinhaltingthemenaceof
bullyinginsecondaryschools.Thearticlealsohighlightsthosefactsthatbullyingismore
thanjustteasingandanyonecanbeabullyandavictim.Asbullyingaffectseveryone,
thereforestudents,parentsandschoolteacherscanworktogethertofindsolutionswith
thebestresults.
IntroductionandBackground
OnMarch282004,thenationwasshockedbythedeathofaformfourstudentresulting
fromallegedbeatingbyhisseniorsinareligioussecondaryschooltoilet.Thereasonof
hisbeatingwassolelybecausehewasatoprankstudent,agoodoratorandlovedbyhis
teachers.Threedaysbeforehisfate,hehasenteredinhisdiaryofhisdeathcomingbeing
inevitable.Eightofhisseniorsarenowchargedwithmurderwhileanothersixwere
expelledfromthereligioussecondaryschoolforbeingfollowersorbystandersinthe
incident.Thisincidentcouldhavebeenavoidedhadadultsorteachershelpwassought
andthevictimwassenttohospitalimmediatelyinsteadoffivehourslater.Secondary
schoolsareconsideredasafeplaceforstudentsandnotwheretheyareunhappyor
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desperate,moresoinareligioussecondaryschoolinthemidstofprayers.Intheapparent
safetyofhisschool,thedeathofthis16yearoldstudentcausedbyhisseniorsmanifest
thatbullyingactivitiesisstilloccurringinsecondaryschools.
Inthewakeofthisunfortunateandtragicincident,somenewspapersreporteda
numberoftrueconfessionsaboutbullyingactivitiesinsecondaryschools.Oneoftheseis
arecollectionofaformerstudentofasecondaryschoolasfollows:Theseniorstudents
usedtobullythejuniorsallthetime.Extortion,makingjuniorsdoerrandsandwashing
dirtyclothes,pushingweakerstudentsaroundwerecommonandwouldusuallyhappen
afterthelightsgooutandthewardensareasleep.Bullyingusedtohappenmoreorlessa
fewdaysinaweek,ifnoteveryday,dependingontheseniors.Althoughallstudents
knewabouttheselatenightbullyingsessions,everyoneincludingthevictimsaccepted
theactivitiesaspartoftheculture.Weneverreportedittothewardensorteachers,aswe
wantedittoremainamatterbetweenstudents.Therewasnoneedtoinvolvetheschool
authorities.Eventhoughtheschoolconductedlatenightspotchecksatleastonceaweek

onthedormitories,theactivitieswouldgoundetectedastheseniorssomehoweither
knewwhenthespotcheckstakeplaceorstarttheiractivitieslater.Onceinawhile,the
wardenswoulddetectsomethingamissandtakeaction.Buttheywereusuallyunaware
ofbullyingactivities.
Yetanotherstoryquotedhowafathertransferredhisdaughteroutofaresidential
schooljustthreeweeksaftersheenrolled.Hisfourthformdaughtersoonbecameterribly
unhappy,asshewasconstantlyraggedasajunior.Theschoollettheseniorstudentsact
astheypleased,withtheschoolwardenclosingoneeye.Hisdaughterwastormented
everydayfromthetimeshewokeuptillthetimeshewenttosleep.Whenhisdaughter
camehomeafterherfirstweekinschool,hetookhertoseeadoctorasshehadlost
weight,appearedpaleandfeltexhausted.Theworstthingwasthathisdaughterwas
orderedtoslidedownastaircaseonherbottom.Whenhetoldtheschoolprincipalabout
whathadbeengoingon,theprincipalhimselfwasshockedandindisbelief.Whenhis
daughtersoughtadvicefromtheschoolcounselor,shewastoldtotoleratethingsandif
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shecouldnot,thentoleavetheschool.Theschool'sseniorassistantofstudentaffairstold
himnottoworry,asitwouldonlybeamatteroftimebeforehisdaughtersettledin.He
saidthatthingshavecertainlygoneoutofcontrolintheseresidentialschools.
Unfortunately,bullyinghavebecomequitecommonthemesineverysecondary
schoolsacrossthecountry.Bullyinghasbeenaroundforaverylongtimeanditwilltake
timetochangethelongstandingsocietalattitudesthatnormalize,minimize,anddenyit.
Anationaltabloidreportedthataccordingtoitsrecord,therehadbeenmorethan35cases
ofschoolcrimeandviolenceinvolvingstudentinjuriesanddeathsinthepastfiveyears
since1999.Thisfigurecanonlybeontheloworconservativeside.Theriseinbullying,
crimeandviolenceinsecondaryschoolsreflectsaseriousbreakdownofdisciplinein
secondaryschoolsanddecayofsocialandmoralvaluesamongsecondarystudentsas
wellastheshockingfailureofthenationalsecondaryeducationsystem.
Bullyinginschoolsisaworldwideproblemthatcanhavenegativeconsequences
forthegeneralschoolclimateandfortherightofstudentstolearninasafeenvironment
withoutfear.Forexample,recentstatisticsinUSshowthat8%ofstudentsmissadayof
classpermonthforfearofbulliesand80%ofthetimeanargumentwithabullywillend
upinaphysicalfight.
Thefollowingsectionsofthisarticlediscussonthecharacteristicsofbulliesand
victims,andthestrategiesthatsecondaryschoolscantaketoeliminateorminimizedthe
menaceofbullyingphenomenon.
TheCharacteristicsofBullies
Bullyingisalmostacommonworldwidephenomenon.Itisformofabuse.Itcomprised
ofdirectbehaviorssuchasnamecalling,teasing,taunting,threatening,intimidation,
physicalabuseorhitting,andstealingthatareinitiatedbyoneormorestudentsagainsta
victimInadditiontodirectattacks,bullyingmayalsobemoreindirectbycausinga
studenttobesociallyisolated.Whilebullyboystypicallyengageindirectbullying
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methods,bullygirlsaremoreapttousemoresubtleindirectstrategiessuchasspreading
rumorsandenforcingsocialisolation(Ahmad&Smith,1994;Smith&Sharp,1994).
Whetherthebullyingisdirectorindirect,thekeycomponentofbullyingisthatthe
physicalorpsychologicalintimidationoccursrepeatedlyovertimetocreateanongoing
patternofharassmentandabuse(Batsche&Knoff,1994;Olweus,1993).
Apersonbecomesabullybecauseheisangryofsomething,someonemighthave
bulliedhiminthepast,hehasalowselfesteem,hethinkscontrollingthevictimwill
helphimfeelbetterabouthimself,andhemighthavebeenexposedtoalotofviolencein
themedia.Hisparentsorguardianmighthavelackedinsupervisionlikebeingtoobusy
toteachhimhowwrongitistohurtothers.Ormaybetheyspoiledhim;makinghim
thinkshecandoanythinghewants.Bullymayhavepickedbehaviorfrombeingdirectly
bullied,appliedittoothersorcopyingbullyingbehaviorfrompeersorcircles.Theywant
todisplayorshowoffthatthattheypossesscertainpowerinschoolsandmakeothers
followwhattheysay.Bulliesarepeoplewhomayfeelinferiorandneedtoprove
something.Theygetafeelingofpowerbyscaringorbossingotherkidsaround.
Secondaryschoolstudentswhoengageinbullyingbehaviorsseemtohaveaneedtofeel
powerfulandincontrol.Theyappeartoderivesatisfactionfrominflictinginjuryand
sufferingonothers,seemtohavelittleempathyfortheirvictimsandoftendefendtheir
actionsbysayingthattheirvictimsprovokedtheminsomeway.Studiesindicatethat
bulliesoftencomefromhomeswherephysicalpunishmentisused,wherethechildren
aretaughttostrikebackphysicallyasawaytohandleproblemsandwhereparental
involvementandwarmtharefrequentlylacking.Studentswhoregularlydisplaybullying
behaviorsaregenerallydefiantoroppositionaltowardadults,antisocial,andapttobreak
secondaryschoolrules.Abullyeventoldanewsreporterthathedoesitforkicksand
hepicksonyoungervictimsfortheyarephysicallyweak.Hebulliesthembygettingor
doingthingsforhim.Furthermore,helikestohangaroundwithproblematicstudents
andgetinvolveinsecondaryschoolsfights.
TheCharacteristicsofVictims
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Everyonehasbeenbulliedtosomedegree,whethermentallyorphysically.Although
anyonecanbeatargetofbullyingbehavior,thevictimisoftensingledoutbecauseof
theirpsychologicaltraitsorphysicaltraits.Atypicalvictimislikelytobeshy,sensitive
andperhapsanxiousorinsecure.Somechildrenarepickedonforphysicalreasonssuch
asbeingoverweightorphysicallysmall,havingadisability,orbelongingtoadifferent
raceorreligiousfaith.
Bulliescanmakevictimsfeelreallysad,depressed,angry,vengeful,scaredand
confused.Victimsaretypicallyanxious,insecure,cautious,andsufferfromlowself
esteemandrarelydefendingthemselvesorretaliatingwhenconfrontedbybullies.They
maylacksocialskillsandfriends,andtheyareoftensociallyisolated.Victimstendtobe
closetotheirparentsandmayhaveparentswhocanbedescribedasoverprotective.The
majordefiningphysicalcharacteristicofvictimsisthattheytendtobephysicallyweaker
thantheirpeers.Victimsareusuallyloners.Childrenwhoappeartobefriendlesscanbe
targetsforbullies.Manytimesit'showvictimscarrythemselvesoutwardlylikelacking
inassertivenessandlackingconfidentwiththemselves.Thebulliespickuponthat.They

alsomightpickonchildrenwhoaredifferentlikementalorphysicalhandicaps.
Sometimesthereis"noreason"whyabullypicksacertainkidtopickon.But,the
bullyingleavesvictimsbelievingthereissomethingwrongwiththemselveswhichresult
inmoreselfesteemhasbeenshattered.
Victimsoftenfearsecondaryschoolsandconsiderthemtobeanunsafeand
unhappyplace.Theactofbeingbulliedtendstoincreasesomestudents'isolationbecause
theirpeersdonotwanttolosestatusbyassociatingwiththemorbecausetheydonot
wanttoincreasetherisksofbeingbulliedthemselves.Beingbulliedleadstodepression
andlowselfesteem,problemsthatcancarryintoadulthood(Olweus,1993;Batsche&
Knoff,1994
StrategiesforBullyFreeSecondarySchools
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Bullyingisaproblemthatoccursinthesocialenvironmentasawhole.Thebullies'
aggressionoccursinsocialcontextsinwhichteachersandparentsaregenerallyunaware
oftheextentoftheproblemandotherchildrenareeitherreluctanttogetinvolvedor
simplydonotknowhowtohelp(Charach,Pepler,&Ziegler,1995).Giventhissituation,
effectiveinterventionsmustinvolvetheentireschoolcommunityratherthanfocusonthe
perpetratorsandvictimsalone.SmithandSharp(1994)emphasizetheneedtodevelop
wholeschoolbullyingpolicies,implementcurricularmeasures,improvetheschool
groundenvironment,andempowerstudentsthroughconflictresolution,peercounseling,
andassertivenesstraining.
Secondaryschoolsareresponsibleforprotectingtheirstudentspopulation.
Studentscannotlearneffectivelyiftheyfearfortheirsafety.Troubledstudents,both
victimsandbullies,needasupportiveenvironmenttolearnandgrow.Thereareanumber
ofstrategiesthatthemanagementofsecondaryschoolscanadopttoeliminateor
minimizebullyingactivitiesintheirschools.Theseincludesettingcodeofstudents
conductandbehavior;teachingskillsonangermanagement,friendship,assertiveness,
conflictresolution,andpeermediation;exploringwaystodealwithbullies;promoting
structuredactivitiesandteamwork;providingeffectivesupervision;buildingempathy
andunderstanding;gettingstudentsinvolveinservices;teachingstudentstobe
affirmativeandpositive.Eachofthesestrategiesisdiscussedbelow.
i.EstablishingandEnforcingRulesaboutBullyingandBehavior
Aninternationalschoolinaneighboringcountryencouragesitsstudentstoinform
confidentiallytheirteachersaboutanyformofbullying.Theschoolhasacodeof
behaviorasfollows:Theschoolauthoritydoesnottoleratebullying,namecalling,
harassment,teasingorintimidationofothersincludingharassmentofyoungerstudents,
femalestudents,andstudentsfromminoritygroups.Itexpectsstudentstoshow
tolerance,understanding,andcourtesytothepeoplewithwhomtheycomeintocontact,
fellowstudents,teachers,andmembersofthepublic.Ifanystudentsarefacingproblems
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withtheirfriends,familyorothers,theyareencouragedtotalktotheircoordinator,

teachersorcounselors.Acodeofbehaviorlikethiscanbeadoptedsothatstudentsare
awarethatbullyingbehaviorisnotacceptedintheschoolspremisesandtheywould
voluntarilycomeforwardtoreportanyformsofbullyingactivitiesthattheycomeacross
orwitnessorevenheardof.Suchrulesclearlycommunicateazerotoleranceforbullying
andanexpectationofpositivebehavior.Theyalsomeetstudentsphysicaland
psychologicalneedsforsafetyforitishardtolearnwhentheyareintimidated,
threatened,andscaredoforwhentheyarewitnesstointimidating,threateningandscary
behavior.
Forrulestobeeffective,theyshouldbecreatedwithstudentsinput,shortand
simple,easytounderstand,specific,agreeduponandacceptedbyeveryone,enforceable,
communicatedtoandsupportedbyparents,others,teachersandstaff,andreviewed
periodicallyandupdatedwhenneeded.
ii.TeachingAngerManagementSkills
Whenstudentsareindangerorundersomekindofstress,theytendtoexperiencethe
fightorflightresponse.Theybattlethecauseofthedangertheyperceiveorthestress
theyexperienceortheyrunasfastastheycantogetaway.Whenstudentsarebullied,
runningawayisanoptionandsometimesitstheonlyoption.Theyneedtoknowthat
fightingisnotanoptionexceptincaseswhereselfdefenseisessential.Whatcantheydo
insteadoffightingortryingtohurtsomeoneback?Theycanlearnandpracticeother
waystomanagetheiranger.Thesewaysincludelikedonretaliatedordoanythingright
awaybutconsidervariousoptions.Forexampletheoptionsofwalkingaway,finding
anotherpersontobewith,tellinganadultofwhathappenedorcountingslowlyfrom1to
10andbackwardstocoolangerorcontrolyourtemperandremaincoolandcalm.
iii.TeachingFriendshipSkills
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Somesecondaryschoolsstudentsbecomebulliesbecausetheydonthavefriends,feel
lonelyandseekattentionbybullying.Somekidsbecomevictimsbecausetheyreisolated
andeasiertopickon.Allstudents,betheybulliesorvictimsandotherscanbenefitfrom
learningandpracticingfriendshipskills.Studentscanbetaughtskillsonhowtomake
andkeepfriends.Theseskillsincludereachingouttopeoplefirst,involvementinsocial
clubs,lettingpeopleknowthatyouareinterestedinthem,notshowingoff,behonest,
kindandacceptingoraccommodative.
iv.TeachingAssertiveSkills
Somesecondaryschoolsstudentsdonotknowwhattodoorhowtoreactwhentheyare
beingbullied.Shouldtheycry,runaway,fightbackorgeteven?Victimstendtobe
passivethatisbehavingasifotherpeoplesrightmattermorethantheirs.Assertive
peoplerespecttheirownrightsandotherpeoplesright.Studentsshouldknowtheir
rightsliketherighttostanduptopeoplewhotease,criticizeorlookdownuponthemand
therighttorespondwhensomeoneviolatestheirrights.Secondaryschoolsstudentscan
betaughthowtolookassertivelikestandingupstraight,keepingheadup,lookingpeople
intheeyeandsoon.Whenstudentsappearassertive,theyaremorelikelytofeel
assertiveandfellowstudentswilltreatthemwithrespect.

v.TeachingConflictResolutionSkills
Conflictbetweenpeopleisnormalandinevitableandnotallconflictisharmfulorbad.
Destructiveconflictdamagesrelationships,createsbadfeelingsandleadtofuture
problems.Butconstructiveconflicthelpspeoplelearn,grow,andchangeforthebetter
likeseeingthingsfromotherperspectives,becomemoreopenminded,tolerantand
accepting.Everyonebenefitsfromlearningandpracticingconflictresolution.Bullies
discovertherealpowerofsolvingproblemswithoutusingintimidation.Victimsare
empoweredtoseeksolutionsinsteadofgivingupandgivingin.Studentswhoaretaught
inconflictresolutionaremorelikelytofaceconflicts,useproblemsolvingtonegotiate
solutions.Theycanbenefitfromlearningconflictresolutionskillsthatwillempower
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them,increasetheirconfidenceintheirabilitytohandleasituationandteachthemhow
torespondassertively,particularlyincasesofverbalbullying.Conflictresolutionsteps
arebeginsbycoolingdown,describingtheconflictincludingcausedandeffect,
brainstormingsolutionsandtryingthebestsolution.Itisaboutcommunicating,listening
andproblemsolvingtechniques.
vi.ExploringWaystoDealwithBullies
Studentscanbetaughtofseveralanswerstothequestionofwhatshouldavictimdoes
whenbeingbullied?Theanswersdependonthesituationbutthecommononesarelike
tellafriend,ortellateacherortellparents,staycalmandwalkawayorstandupstraight
andlookthebullyintheeyeandsayinafirmconfidentvoicetoleaveyoualone.Using
peermediators(impartialfellowstudents)anotherwaytodealwithbullies.Mediatorsare
facilitatorswhodonottakesides.Theywillaskopenendedquestions,encourage
discussion,andguidestudentsinvolvedintheconflicttocomeupwithandtrytheirown
solutions.Idealmediatorsarestudentswhoarecalm,listencarefully,remainobjective,
avoidtakingsidesandbepatient.However,peermediationmaynotworkifvictimshave
lowcommunicationskillsinthepresenceofbullies.
vii.EffectiveRespondtoReportsofBullying
Muchbullyingoccurswhereadultscannotseeitandinterveneasconfessedbyanex
studentofasecondaryschoolmentionedunderintroductionandbackgroundabove.
Bulliesdonotwantadultaudiences.Thereforetheschoolauthoritiesliketheprincipal,
hisassistants,disciplinaryteachers,counselorsandotherteachersrelyonstudentsfor
informationaboutbullyingthatarenotawareof.Studentsmustbeencouragedtocome
forthwithinformationonbullyingactivitieshavingcodeofbehaviorasmentionedearlier
onandputtingupnoticessayingthatifyouseeorknoworthoughtthatsomeoneisbeing
bullied,reportittotheschoolauthorities.Nomatterhowmuchtheschoolauthority
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encouragestudentstoreportonbullying;reportingwillstopifthereisnoquickand
effectiveresponse.Thestudentswilllosetrustintheauthoritytohandlethemenace.
viii.PromotingStructuredActivities

Asaresultofthetragiccaseofbullyingmentionedintheintroductionandbackground
section,thegovernmenti.e.theMinistryofEducationimmediatelyrespondedbysetting
upahotlineforthepublictoreportbullyingactivitiesinschoolsthroughthecountry.To
date348peoplehasrespondedonissuesaboutthemisconductofstudentsandonschool
managementaswellproposalstoovercometheproblem.Oneoftheproposalsreceived
wastoseehowstudentscouldhelptheirpeersovercomeproblemstheyfacedinschool
andoneofthewaysoffosteringthisrelationshipisthroughextracurricularactivities.
Thecabinetwantstoplacemoreemphasisonextracurricularactivitiestocurb
indisciplineandpromotenationalintegration.TheEducationMinistryistoreassessall
activitiesandstudents'participationinuniformedbodies,clubsandsocietiesandsports.
Thereare24uniformedbodies,120clubsandsocietiesand30sportsandgames
registeredwiththeministry.
Muchbullyingtakesplaceduringunstructuredactivitiesespeciallyduringrecess
timeorwaitingfortheafternoonclasssession.Studentscanbeencouragedtoplanahead
forthosetimesandtelltheirplanslikeplayingaparticulargame.Tryalsotogetthose
studentswhodonotplaygamestohavethehabitofdecidinginadvancehowtheywill
spendunstructuredtime.Iftheyhavedifficultymakingplans,offerthemsuggestions.
Sincebulliestendtobeolder,strongerandmorepowerfulthantheirvictims,explorethe
possibilityofassigningolderandyoungerstudentstodifferentplaygroundareas.
Gettingstudentsinvolveinservicesisaformofinvolvementinstructured
activities.Examplesofservicesaredoingcleanlinessworkinanearbyvillages,or
helpingoutinthehomeforhandicapchildrenorhomefortheage.Whenstudentswork
togethertoreachacommongoalespeciallywhenthatgoalinvolveshelpingothersthey
experienceasenseofunity,personalworthandbelonging.Thishasabondingeffecton
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thegroupasawhole.Italsogivesstudentsanopportunitytoobserveandappreciateeach
othersknowledgeandskills.Thebenefitstostudentsinvolvedinvoluntaryservice
includelearningtorespectothers,learningtogetalongwithandrelatetoothers,learning
tounderstandpeoplewhoaredifferentfromthemandlearningtobehelpfulandkind.
Throughinvolvementinstructuredactivitiesandvoluntaryserviceswhichare
groupwork,promotionofteamworkalsotakesplace.Studentswhoparticipateingroup
activitiesaremorelikelytohavepositivefeelingsaboutothers.Theydevelopfewer
biasesandprejudices.Goodteammembersaccepteachotherasequals,supportgroups
goalsandrules,participateindiscussionsandexpresstheirneedsandfeelingshonestly,
havepositiveattitudeanddisagreewithoutbeingdisagreeable.
ix.ProvidingEffectiveSupervision
Onethecontributingfactorstothedeathofaformfourstudenthighlightedinthe
introductionandbackgroundsectionaboveisthelackofsupervisionorbeingvigilantby
theschoolauthority.Anexschooladministratorpointedoutthatleadershipisvery
importantforwithoutgoodleaders,thingsatschoolswillspiraloutofcontroland,in
someinstances,studentsmaycontroltheschool.Residentialschoolteachersmustbe
committed,mustbeproactiveandnotoperateonareactivebasis.Teachersmustmake
theirpresencefeltandjoininstudentactivities.Oneofthestepsistomonitorthe
wardensandensurethattheycarryouttheirduties,especiallyonweekendsandpublic

holidays.
Itisbelievedthatsomestudentsbecomebulliesbecausethesupervisiontheyget
isminimalornonexistent.Andbulliestendtodotheirbullyingwhereadultscant
observeandintervene.Closesupervisionofstudentsatschoolsmaybeoneofthemost
effectivebullypreventionstrategiesavailable.Itstruethatspendingmoretime
supervisingstudentswillincreaseteachersworkload.Butmorepositivesupervision
whereyouinteractwithstudents,suggestwaystheycaninteractwitheachotherand
modelkindness,acceptance,affirmationandgettingalongpromotespositivebehavior.
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x.BuildingEmpathyandUnderstanding,
Empathyistheabilitytoidentifywithandunderstandanotherpersonsfeelings,
situation,motivesandconcernstoputourselvesinsomeoneelsesshoes.Empathyis
basictopositiverelationshipswithfriends,peers,familymembersandeveryoneelsetht
oneencountersthroughouthislife.Oftenwhenstudentsarenotlikedbyothersits
becausetheylackempathy.Itsnotenoughforstudentstoempathizewithpeoplethey
havethingsincommonwith.Theyalsoneedtoempathizewithpeoplewhoarevery
differentfromthemintheirneeds,experiences,pointsofview,lifecircumstances,
beliefs,ethnicandculturalbackground,talents,abilities,accomplishmentsetc.Theyalso
needtobeabletothinkabouthowotherpeoplemightfeelinresponsetospecificevents
andcircumstances.
Understandingonwhydobulliesbullyandwhydovictimsputupwithitis
anotherstrategy.Therearenoeasyanswerstothesequestionsbutsomestudentsbully
becausetheylovehavingpoweroverotherpeople,becauseotherpeoplebullythem,
becausetheywantattention,becausetheyarejealousofotherpeopleandbecausethey
havetheirownproblems.Somestudentsarevictimsbecausetheyaredifferentinsome
way,theydonotknowhowtomakefriends,andtheyaresociallyawkward.Studentscan
beinvitedtocontributetheirownreasonsonwhysomestudentsarebulliesandwhy
somearevictims.Withthisinformationitwillhelpthemtounderstandwhytheyand
theirclassmatesorschoolmatesdosomeofthethingstheydo.
xi.TeachingStudentstobeAffirmativeandPositive
Everyoneappreciatesacompliment.Studentsespeciallyenjoyknowingthattheirteacher
thinkswellofthem.Takeeveryopportunitytosaysomethingpositivetoeachofyour
studentsthroughouttheday.Getstudentstoknowaboutwhattheylike,whattheyare
goodat,theirpositivecharacteristics,whatmakethemproudofthemselvesandwhat
goodthingstheywouldlikeotherpeopletoknowaboutthem.Thisinformationcanbe
sharedwithotherstudentstoencouragethemtorecognizeandacknowledgeeachothers
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positivecharacteristicsandnoticesimilarities.Whenstudentsaffirmeachother,everyone
feelsaccepted,appreciatedandvalued.
Positivethinkingcanbepowerfulespeciallypositivethinkingaboutourselvesand
ourabilitiestosolveproblems,reachgoals,copewithhardtimesandaccomplishwhat
wesetouttodo.Positiveselftalkcreatespositivebeliefs.Positivebeliefsleadtopositive

attitudesandfeelingsaboutoneselfandothers.Positiveattitudesandfeelingspromote
positivebehaviors.
Conclusion
Bullyingisaseriousproblemthatcandramaticallyaffecttheabilityofstudentsto
progressacademicallyandsocially.Acomprehensiveinterventionandpreventionplanor
programthatinvolvesallstudents,parents,andschoolstaffisrequiredtoensurethatall
studentscanlearninasafeandfearfreeenvironment.Eventhegovernment,inthewake
ofpublicoutcryonbullyinginschools,issettingataskforcetomonitorandovercome
disciplineproblemsinschools.Thegovernmentisveryseriousincombatingbullying
problemsandtheeducationministerwasquotedinanewsreportasfollows:Finallyto
thosewhoprefertobullyratherthanlearn,Ihavethistosaytoyou:IfIacceptyouas
youare,Iwillmakeyouworse;howeverifItreatyouasthoughyouarewhatyouare
capableofbecoming,Iwillhelpyoubecomethat.'(JohannWolfgangGoethe).
Theministerhassincedirectedstateeducationdepartmentsandschoolstowork
hardtoeliminatethebullyingphenomenoninthecountry.Inthecomingmonths,schools
willbeundertremendouspressuretoformulate,develop,implementandreview
strategies,programandplanstocontrolbullyingactivities.Therewillbetrainingcourses,
seminars,workshopsandsymposiumontechniques,methodsandtoolstoprevent
bullyinginschools.Therefore,thisarticleofferstotheschoolsandeducationauthorities
thevariousstrategiesandideastobeadoptedandadaptedincarryingthedirectivefrom
theMinisterofEducationtoeliminatethemenaceofbullyinginsecondaryschools.
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Inordertocarrythetasksoferadicatingbullyingwithvigoranddedication,the
administratorsofschoolsandeducationofficesmustrecognizethefactsthatbullyingisa
seriousproblemforitismorethanjustteasingandanyonecanbeabullyandavictim.
Asbullyingaffectseveryonethereforestudents,parentsandteachersandthecommunity
canworktogethertofindsolutionsbycomingoutwithacomprehensivestrategythatwill
givethebestresults.Andalwaysbearinmindthatschoolsareresponsibleforprotecting
students.Studentshavetherighttofeelsafe,secure,acceptedandvaluedatschoolsthat
arefreefromdirectandindirectbullying.Teachersandeducationistsmustalsorecognize
thattheycanmakethedifference.Theyaretheoneswhocanshapestudentslivesbut
reachingouttothem,treatthemwithkindnessandrespect,givingthempositiveattention
likenfromcaringadults.Theyarerolemodelofacceptanceandtolerancewhichstudents
canfollowintheirlives.